![]() RL.9-10.1 - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.8.1 - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RL.7.1 - Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.6.1 - Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.5.1 - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. ![]() RL.4.1 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL.3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.2.1 - Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.1.1 - Ask and answer questions about key details in a text. RL.K.1 - With prompting and support, ask and answer questions about key details in a text. Even the nasty stuff makes me laugh sometimes. I'm sure that these worksheets will be enough to help your students master mood. They underline words and phrases from the passage that support their argument. Students read the short texts and determine what mood the author is trying to create. ![]() Each worksheets contains 9 or 10 problems. I also made some tone worksheets that can be found here. This page contains some mood worksheets that I wrote to help students practice identifying mood. I hope that you can also see how talented authors can play tone against mood to create works that thrive on cognitive dissonance. I hope that this example helps you understand the difference between mood and tone. His "sensible" tone does not match the outrageous mood of the work. Nonetheless, Swift develops this proposal as though it is a simple logical leap of the most sound kind. So the mood of the work is outrageous, in that it is intended to build outrage in the minds of readers. Obviously, this is meant to enrage the audience and the title of the work is ironic. In this work Swift proposes the radical idea of eating the children of poor people. One of my favorite short texts is A Modest Proposal by Jonathan Swift.
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